Denmark, Finland, Iceland, Norway and Sweden

Cedefop — European Centre For The Development Of Vocational Training

Description

Vocational training
Education policy

Sujets

• Teacher education
• Vocational education
• Dinamarca
• Finlande
• Islande
• Norway
• Suède

Informations

• Publié par: CEDEFOP-EUROPEAN-CENTRE-FOR-THE-DEVELOPMENT-OF-VOCATIONAL-TRAINING
• Nombre de lectures: 129
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

Teachers and trainers in
vocational education and training
jiw---—^3
Volume 4:
Denmark, Finland, Iceland,
Norway and Sweden !V= Teachers and trainers in
vocational education and training
Volume 4: Denmark, Finland, Iceland,
Norway and Sweden
Project coordinator: Peter van Engelshoven t manager: Duccio Guerra
First edition, Thessaloniki 1997
This book was written on behalf of CEDEFOP by
Jette Harrebye, John Houman Sørensen, Matti Taalas,
Gunnar Finnbogason, Ellen Bjerknes and Bengt Petersson
Published by
CEDEFOP — European Centre for the Development of Vocational Training
Address for visitors: Postal address:
Marinou Antipa 12 PO Box 27 — Finikas
GR-57001 Thessaloniki (Thermi) GR-55102 Thessaloniki
Tel. [phone]
Fax) 49 01 02
E-mail: [e-mail]
Internet: http://www.cedefop.gr
The Centre was established by Regulation (EEC) No 337/75 of the Council
of the European Communities, last amended by Council Regulation (EC)
No 251/95 of 6 February 1995 and Council Regulation (EC) No 354/95 of
20 February 1995. A great deal of additional information on the European Union is available on the Internet.
It can be accessed through the Europa server (http://europa.eu.int).
Cataloguing data can be found at the end of this publication.
Luxembourg: Office for Official Publications of the European Communities, 1998
ISBN 92-828-2304-0
© European Communities, 1998
Reproduction is authorised provided the source is acknowledged.
Printed in Germany Contents
Preface 10
Introduction1
Denmark
1. Introduction7
1.1 Denmark
1.2 The Danish economy8
1.3 Theh education system
1.4 Vocationaln and training 19
2. Initial vocational training
2.1 The 1989 legislation on the IVET system 20
2.2 The central importance of the alternance principle
2.3 Training contracts and aim of the training3
2.4 The strengthened status of the Trade Committees5
2.5 Importance of trade self-management for the development
of the apprenticeship system6
2.6 Role of IVET in secondary education8
2.7 Technical competences in apprenticeship9
3. Teachers and trainers 32
3.1 Historical background
3.2 Position and opinions of vocational teacher trade unions 37
4. Regulations governing teachers and trainers 41
4.1 Status of IVETs
4.2 Trainers - no formal education or regulatory requirements 4
4.3 The profile of vocational teachers
4.4 Duties of a technical college teacher4
4.5s of a commercial college teacher5
4.6 Retirement 46
5. Training paths leading to qualification as a teacher or trainer 46
5.1 Education requirements for employment in vocational colleges 4
6. Initial training programmes for teachers and trainers 47
6.1 Description of the Pedagogicum
6.2 Summary of Pedagogicum contents 50
7. Continuing training of teachers and trainers1
7.1 CVE&T for vacational teachers
7.2 Advanced study in vocational pedagogy (EO)2
7.3 Detailed description of the EO
7.4dn of continuing training provision for vocational teachers 53
8. Useful addresses 58
9. Institutions and courses9
10. Sources and references
11. Acronyms and abbreviations 60 Teachers and trainers in vocational education and training: contents
Finland
1. Introduction 61
1.1 Population2
1.2 Infrastructure
1.3 Education system3
1.4 Reforms in upper secondary education 65
2. Initial vocational education and training 66
2.1 Volume7
2.2 Curricula in vocational education8
2.3 Key skills 70
2.4 Sectors and structure of vocational education 71
2.5 Courses
2.6 Pupils in vocational colleges2
2.7 Speciall education4
2.8 Youth school, a new pilot project5
2.9 Adult vocational education
3. Teachers and trainers7
3.1 Number of teaching staff
3.2 Teachers of music9
3.3 Trainers
3.4 Teacher union
4. Regulations governing teachers and trainers 80
4.1 Teaching qualifications and certification
4.2 Teachers duties 81
4.3 Salaries
4.4 Retirement2
4.5 Academic subject teachers
4.6 Vocationalts
4.7 Special needs teachers and school councellors3
4.8 Teachers in adult education
4.9 Trainers
4.10 Foreign certificates
5. Training paths leading to qualification as a teacher or trainer 84
5.1 Vocational teacher training colleges 8
5.2 Swedish-speaking teachers
5.3 Volume of teacher training5
5.4 Training paths
6. Initial training programmes for vocational teachers6
6.1 Goals 87
6.2 Implementation of teacher training
6.3 An exampleTeachers and trainers in vocational education and training: contents
7. Continuing training provision for vocational teachers 91
7.1 Special programmes 9
7.2 The new role of ΟΡΗ2
7.3 AK-KK
8. Useful addresses3
8.1 General
8.2 Employers
8.3 Trade unions
8.4 Teacher associations
9. Institutions and courses 95
10. Sources and references6
11. Acronyms and abbreviations8 Teachers and trainers in vocational education and training: contents
Iceland
1. Introduction 101
1.1 Geography and history
1.2 Government structure2
1.3 Education3
1.4 Economic indicators
2. Initial vocational education and training 104
2.1 General remarks on the Icelandic education system
2.2 The Icelandic education and training system5
2.3 The vocational training system 111
2.4 Specialized vocational schools
3. Teachers and trainers -
4. Regulations governing teachers and trainers
4.1 Specific legislative framework for teachers in upper secondary education 116
4.2 Remuneration of teachers in upper secondary education 117
4.3 Teacher workload in upper secondary education8
5. Training paths leading to qualification as a teacher or trainer9
6. Initial training programmes for teachers and trainers 120
7. Continuing training of teachers and trainers in vocational education and training 122
7.1 In-service training and further education for teachers in
upper secondary education 123
7.2 Formats for in-service training for upper secondary teachers 12
8. Useful addresses5
9. Institutions and courses6
10. Sources and references7
11. AbbreviationsTeachers and trainers in vocational education and training: contents
Norway
1. Introduction 129
1.1 Brief background information on Norway 12
1.2 The Norwegian education system 131
1.3 Organization and structure of the education system 133
1.4 A period of reform4
2. Initial vocational education and training (IVET)6
2.1 Structure of vocational education and training
2.2 Basic principles of upper secondary education
2.3 Qualifications 139
2.4 Core curriculum 140
2.5 Study programmes and syllabuses
2.6 Support materials3
2.7 The vocational training system
2.8 Reform '94 - challenges for vocational teachers 146
3. Teachers and trainers in vocational education and training7
3.1 Statistical data
3.2 Teachers in vocational education and training
3.3 Development of training material8
3.4 Teacher unions
3.5 Instructors
4. Regulations governing teachers and trainers 149
4.1 Teachers' conditions of employment
4.2 Regulations governing trainers 151
5. Training paths leading to qualification as a teacher or trainer 15
5.1 General information on teacher training
5.2 Selection and admission2
5.3 Training tracks leading to the teaching profession3
5.4 Profiles of full-time and part-time courses4
5.5 Studies in vocational theory5
5.6 Funding of studies6
6. Initial training programmes for teachers and trainers in
vocational education and training 157
6.1 National curriculum guidelines for teacher training 15
6.2 Objectives8
6.3 Implementation of training
6.4 Perspectives for future teacher training 160
6.5 Proposed reform ofr training
7. Continuing education and training2
7.1 General information
7.2 Further education for vocational and technical teachers4
7.3 Masters degree inl education5
7.4 In service training and Reform'946
7.5 In-serviceg for instructors in apprenticeship enterprises 168
7.6 Concluding remarks 169 Teachers and trainers in vocational education and training: contents
8. Useful addresses 170
9. Institutions and courses1
10. Sources and references3
11. List of acronyms and abbreviations5